We All Have It! Obvious Manifestations: Religion Ethnicity (Race?) National Origin (language) Gender

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2 We All Have It! Obvious Manifestations: Religion Ethnicity (Race?) National Origin (language) Gender

3 Less Obvious Manifestations: Age Education Educational Status Mobility (including handicaps)

4 What is Culture? Definition: the sum total of the way of living; includes values, beliefs, standards, language, thinking patterns, behavioral norms, communications styles, etc. Guides decisions and actions of a group through time.

5 Expressions of Culture in Health Care Health Belief Systems Define and categorize health and illness Offer explanatory models for illness Based upon theories of the relationship between cause and the nature of illness and treatments Defines the specific scope of practice for healers

6 The Culture of Western Medicine Meliorism make it better Dominance over nature take control Activism do something Timeliness sooner than later Therapeutic aggressiveness stronger=better Future orientation plan, newer=better Standardization treat similar the same

7 Ours Make it Better Control Over Nature Do Something Intervene Now Strong Measures Plan Ahead Recent is Best Standardize Treat Everyone the Same Others Accept With Grace Balance/Harmony with Nature Wait and See Cautious Deliberation Gentle Approach Take Life As It Comes Time Honored Individualize Recognize Differences

8 Cultural Competence Definition A set of congruent behaviors, practices, attitudes and policies that come together in a system or agency or among professionals, enabling effective work to be done in cross-cultural cultural situations

9 The Cultural Competence Continuum

10 Cultural Competence Definitions Cultural Destructiveness: forced assimilation, subjugation, rights and privileges for dominant groups only Cultural Incapacity: racism, maintain stereotypes, unfair hiring practices Cultural Blindness: differences ignored, treat everyone the same, only meet needs of dominant groups

11 Cultural Competence Definitions Cultural Pre-competence: explore cultural issues, are committed, assess needs of organization and individuals Cultural Competence: recognize individual and cultural differences, seek advice from diverse groups, hire culturally unbiased staff Cultural proficiency: implement changes to improve services based upon cultural needs, do research and teach

12 Acquiring Cultural Competence Starts with Awareness Grows with Knowledge Enhanced with Specific Skills Polished through Cross-Cultural Cultural Encounters

13 The Explanatory Model Arthur Kleinman, Ph.D. Culturally sensitive approach to asking inquiring about a health problem What do you call your problem? What do you think caused your problem? Why do you think it started when it did? What does your sickness do to you? How does it work? How severe is it? How long do you think you will have it? (continued next page)

14 The Explanatory Model Arthur Kleinman, Ph.D. Culturally sensitive approach to asking about a health problem What do you fear most about your illness? What are the chief problems your sickness has caused you? Anyone else with the same problem? What have you done so far to treat your illness: What treatments do you think you should receive? What important results do you hope to receive from the treatment? Who else can help you?

15 The LEARN Model Berlin and Fowkes Listen to the patient s perception of the problem Explain your perception of the problem Acknowledge and discuss differences/similarities Recommend treatment Negotiate treatment

16 Working with Interpreters Translation factors Language: how are new words created? Navajo: Penicillin = the strong white medicine shot you get for a cold Minimize jargon, e.g., machine to look at your heart instead of EKG Nonverbal communication = 60% of all communication Nodding may indicate politeness, not comprehension Bilingual interviewing takes at least twice as long as monolingual interviews!

17 Caretakers Responsibilities Learn and use a few phrases of greeting and introduction in the patient s native language. This conveys respect and demonstrates your willingness to learn about their culture. Tell the patient that the interpreter will translate everything that is said, so they must stop after every few sentences.

18 Caretakers Responsibilities When speaking or listening, watch the patient, not the interpreter. Add your gestures, etc. while the interpreter is translating your message. Reinforce verbal interaction with visual aids and materials written in the client s language. Repeat important information more than once. (continued on next page)

19 Caretakers Responsibilities Always give the reason or purpose for a treatment or prescription. Make sure the patient understands by having them explain it themselves. Ask the interpreter to repeat exactly what was said. Personal information may be closely guarded and difficult to obtain. Patient often request or bring a specific interpreter to the clinic. (continued on next page)

20 Caretakers Responsibilities In some cultures it may not be appropriate to suggest making a will for dying patients or patients with terminal illnesses; this is the cultural equivalent of wishing death on a patient. Avoid saying you must... Instead teach patients their options and let them decide, e.g., some people in this situation would...

21 It is because we are different that each of us is special.

22 References Putsch III RW. Cross-cultural communication: The special case of interpreters in health care. JAMA 1985;254(23): Sockalingum adapted from Hayes, Cultural Competence Continuum, 1993 and Terry Cross Cultural Competency Continuum.